A unique feature of Learning Diversity in the Chinese Classroom is its Chinese context for meeting the educational requirements of children with special needs. At a time when many of the currently ...
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A unique feature of Learning Diversity in the Chinese Classroom is its Chinese context for meeting the educational requirements of children with special needs. At a time when many of the currently available texts in the area have a general perspective, Asian teachers and students have long felt the need for a text that specifically recognizes the local context. This book notes that international trends, including those in many Southeast Asian countries are moving toward inclusive education and special needs. The book is categorized into three major sections, namely ‘The Chinese Classroom’, ‘Catering for Learning Diversity’ and ‘Whole-School Approaches to Learning Diversity’. The individual chapters put under the aforesaid sections revolve around the themes about giftedness, counselling, behavioural management and the like.Less

Learning Diversity in the Chinese Classroom : Contexts and Practice for Students with Special Needs

Published in print: 2007-10-01

A unique feature of Learning Diversity in the Chinese Classroom is its Chinese context for meeting the educational requirements of children with special needs. At a time when many of the currently available texts in the area have a general perspective, Asian teachers and students have long felt the need for a text that specifically recognizes the local context. This book notes that international trends, including those in many Southeast Asian countries are moving toward inclusive education and special needs. The book is categorized into three major sections, namely ‘The Chinese Classroom’, ‘Catering for Learning Diversity’ and ‘Whole-School Approaches to Learning Diversity’. The individual chapters put under the aforesaid sections revolve around the themes about giftedness, counselling, behavioural management and the like.

This chapter presents the major findings of a study examining the right of young Israeli adolescents to participate in Placement Committee (PC) decisions regarding their enrolment in a regular or ...
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This chapter presents the major findings of a study examining the right of young Israeli adolescents to participate in Placement Committee (PC) decisions regarding their enrolment in a regular or special-education class. It investigates the extent and implementation of students’ participation, as well as the ways students and other PC participants experience their participation in the committee’s discussions. Finally, the chapter seeks to determine which socio-economic, cultural, and educational variables influence the degree of student participation at and satisfaction with the process. The study used the eight-step linear scale based on Arnstein’s Ladder of Citizen Participation to investigate both the desired and actual level of participation. The findings reveal that students are indeed interested and capable of participating, supporting the call for greater students’ participation in PC discussions. The chapter concludes with some recommendations towards improving the level and quality of participation for students with special needs.Less

Eran Uziely

Published in print: 2015-05-07

This chapter presents the major findings of a study examining the right of young Israeli adolescents to participate in Placement Committee (PC) decisions regarding their enrolment in a regular or special-education class. It investigates the extent and implementation of students’ participation, as well as the ways students and other PC participants experience their participation in the committee’s discussions. Finally, the chapter seeks to determine which socio-economic, cultural, and educational variables influence the degree of student participation at and satisfaction with the process. The study used the eight-step linear scale based on Arnstein’s Ladder of Citizen Participation to investigate both the desired and actual level of participation. The findings reveal that students are indeed interested and capable of participating, supporting the call for greater students’ participation in PC discussions. The chapter concludes with some recommendations towards improving the level and quality of participation for students with special needs.

Themes, and variations within them, are considered. They have informed debate about school admissions as an aspect of education policy (and social policy more generally) in England post-1945. A ...
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Themes, and variations within them, are considered. They have informed debate about school admissions as an aspect of education policy (and social policy more generally) in England post-1945. A historical trace is provided, from what is often presented as a consensual settlement under the Education Act 1944, through debates about grammar schools and comprehensive schools in the 1960s and 1970s, to the positions under the Education Reform Act 1988 and subsequent legislation, including most recently that of the Coalition government formed in 2010. The roles and limitations of the legal system in this context are discussed throughout, and questions relating to children with Special Educational Needs are given particular attention.Less

The changing policy context

Mike FeintuckRoz Stevens

Published in print: 2013-01-16

Themes, and variations within them, are considered. They have informed debate about school admissions as an aspect of education policy (and social policy more generally) in England post-1945. A historical trace is provided, from what is often presented as a consensual settlement under the Education Act 1944, through debates about grammar schools and comprehensive schools in the 1960s and 1970s, to the positions under the Education Reform Act 1988 and subsequent legislation, including most recently that of the Coalition government formed in 2010. The roles and limitations of the legal system in this context are discussed throughout, and questions relating to children with Special Educational Needs are given particular attention.

The processes for allocating places at secondary schools in England are perennially controversial. Providing integrated coverage of the policy, practice and outcomes from 1944 to 2012, this book ...
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The processes for allocating places at secondary schools in England are perennially controversial. Providing integrated coverage of the policy, practice and outcomes from 1944 to 2012, this book addresses the issues relevant to school admissions arising from three different approaches adopted in this period: planning via local authorities; parental choice of school via quasi-market mechanisms; and random allocation. Each approach is assessed on its own terms, but constitutional and legal analysis is also utilised to reflect on the extent to which each meets expectations and values associated with schooling, especially democratic expectations associated with citizenship and with accountability in decision-making. Repeated failure to identify and pursue specific values for schooling, and hence admissions, can be found to underlie questions regarding the 'fairness' of the process, while also limiting the potential utility of judicial responses to legal actions relating to school admissions. The book concludes that the democratic expectations at stake in education, especially for vulnerable children such as those with Special Educational Needs, are too important to be left to either quasi-markets or randomness, and identifies the limited ability of the legal system to act autonomously so as to provide safeguards adequate to ensure integrity and accountability, with a consequential need being reasserted for clarity over fundamental values. The interdisciplinary approach adopted renders the book relevant and accessible to a wide readership in education, social policy and socio-legal studies.Less

School admissions and accountability : Planning, choice or chance?

Mike FeintuckRoz Stephens

Published in print: 2013-01-16

The processes for allocating places at secondary schools in England are perennially controversial. Providing integrated coverage of the policy, practice and outcomes from 1944 to 2012, this book addresses the issues relevant to school admissions arising from three different approaches adopted in this period: planning via local authorities; parental choice of school via quasi-market mechanisms; and random allocation. Each approach is assessed on its own terms, but constitutional and legal analysis is also utilised to reflect on the extent to which each meets expectations and values associated with schooling, especially democratic expectations associated with citizenship and with accountability in decision-making. Repeated failure to identify and pursue specific values for schooling, and hence admissions, can be found to underlie questions regarding the 'fairness' of the process, while also limiting the potential utility of judicial responses to legal actions relating to school admissions. The book concludes that the democratic expectations at stake in education, especially for vulnerable children such as those with Special Educational Needs, are too important to be left to either quasi-markets or randomness, and identifies the limited ability of the legal system to act autonomously so as to provide safeguards adequate to ensure integrity and accountability, with a consequential need being reasserted for clarity over fundamental values. The interdisciplinary approach adopted renders the book relevant and accessible to a wide readership in education, social policy and socio-legal studies.